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NEW Language and Memory > 5: Episodic long term memory > Flashcards

5: Episodic long term memory Flashcards

1
Q

Memory for things that can be consciously talked about and re-experienced is called:

A

Declarative LTM

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2
Q

What is Declarative LTM comprised of?

1.
2.
3.

A
  1. Episodic Memory.
  2. Semantic Memory.
  3. Lexical Memory.
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3
Q

What is episodic memory?

A

Memories of autobiographical events.

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4
Q

Episodic memory is often rich in:

A

contextual detail.

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5
Q

What is semantic memory?

A

Memories of facts, concepts and languages.

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6
Q

Semantic memory is often devoid of:

A

contextual detail.

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7
Q

What is lexical memory?

A

Memory of words, our mental dictionary.

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8
Q

Memory for how to do something is called:

A

Procedure LTM.

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9
Q

Procedure LTM is comprised of:

1.
2.
3.

A
  1. Priming
  2. Conditioning
  3. Misc. types of learning.
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10
Q

In Procedure LTM, what is priming?

A

Processing a stimulus, facilitates the processing of another similar stimulus.

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11
Q

In Procedure LTM, what is conditioning?

A

Operant and Classical conditioning.

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12
Q

In Procedure LTM, give an example of the miscellaneous types of learning.

A

Taste aversion.

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13
Q

According to Tulving (1985), procedural memory indicates:

A

no self awareness.

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14
Q

According to Tulving (1985), semantic memory indicates:

A

basic awareness.

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15
Q

According to Tulving (1985), episodic memory indicates

A

self awareness.

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16
Q

According to Tulving (1985) what are non-aware animals?

1.
2.
3.
4.

A
  1. Reptiles
  2. Amphibians
  3. Fish
  4. Anthropods
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17
Q

According to Tulving (1985), where animals have awareness?

A

Some mammals, birds and reptiles.

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18
Q

According to Tulving (1985), what animals have self awareness?

A

Humans, higher primates, elephants, African grey parrots.

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19
Q

A mental trick used in episodic memories, is called:

A

Mnemonics.

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20
Q

What are the two types of mnemonics?

A
  1. Method of loci.

2. Peg-words.

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21
Q

What is method of loci?

A

Associate each of the terms in a list with physical locations.

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22
Q

What are peg-words?

A

Associate each item in a list to key words in a rhyme.

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23
Q

Mnemonic devices facilitate episodic memory by providing:

A

scaffolding.

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24
Q

What are the 3 types of scaffolding mnemonic devices provide to facilitate episodic memory?

A
  1. Encoding
  2. Storage
  3. Retrieval
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25
Q

In what way does mnemonic devices provide scaffolding for encoding episodic memories?

A

Gets us to rehearse items.

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26
Q

In what way does mnemonic devices provide scaffolding for storing (retaining) episodic memories?

A

Items are organised via associations to similar items already in our LTM. These items are represented in multiple modalities.

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27
Q

In what ways does mnemonic devices provide scaffolding for retrieving episodic memories?

A

Provides cues and a method for checking that all items have been received.

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28
Q

According to Atkinson and Shiffrin (1968), what are the two effects of rehearsal?

A
  1. Maintenance.

2. Transfer.

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29
Q

According to Atkinson and Shiffrin (1968), how does rehearsal affect maintenance?

A

Gets us to hold information in our STM.

30
Q

According to Atkinson and Shiffrin (1968), how does rehearsal affect transfer?

A

Helps us move information from our STM into our LTM.

31
Q

What was the hypothesis of Rundus (1971) experiment on the role of rehearsal on memory.

A

Is rehearsal predictive of LTM performance?

32
Q

What was the method and logic of Rundus (1971) experiment on the role of rehearsal on memory?

A

Subjects asked to free recall a list of 20 words listed at a race of 5 secs/per word.

Subjects asked to rehearse words aloud as they were presented.

33
Q

What were the results of Rundus (1971) experiment on the role of rehearsal on memory?

A

The more times a word was repeated during learning, the greater the recall of that word.

34
Q

What was the conclusion of Rundus (1971) experiment on the role of rehearsal on memory?

A

Repetition leads to transfer of info from STM into LTM.

35
Q

A common experience, usually when a person is tired, stressed or intoxicated, causes a person to only remember a part of that word. This is called a:

(Hint: TotT S)

A

Tip of the Tongue state

36
Q

The experience of recognising someone, but not remembering where they were previously seen, is called the:

(Hint: BotB)

A

Butcher on the Bus

37
Q

Tulving and Pearlstone (1966) made the distinction between recognition and recall with their:

A

2-process theory.

38
Q

According to Tulving and Pearlstone (1966) 2-process theory, our sense of familiarity lets us divide whether something is old or new. This is called:

A

recognition.

39
Q

According to Tulving and Pearlstone (1966) 2-process theory, recall is comprised of our:

1.
2.

A
  1. Sense of familiarity to something,

2. Retrieval of information from our LTM.

40
Q

According to Tulving and Pearlstone (1966) 2-process theory, memories can be _________ (i.e. stored) in LTM, but not _______ (i.e. able to be correctly retrieved).

A

According to Tulving and Pearlstone (1966) 2-process theory, memories can be available (i.e. stored) in LTM, but not accessible (i.e. able to be correctly retrieved).

41
Q

According to Tulving and Pearlstone (1966) 2-process theory, memories can be available (i.e. stored) in LTM, but not accessible (i.e. able to be correctly retrieved).

What would be a good analogy to describe this?

A

A book is available in a library, but not accessible because it was filed away incorrectly or misplaced somewhere.

42
Q

What was the procedure for Tulving and Pearlstone (1966) experiment on forgetting?

A

Asked participants to learn lists of words belonging to different categories, for example names of animals, clothing and sports.

Participants were then asked to recall the words.

43
Q

What was a the result of Tulving and Pearlstone (1966) experiment on forgetting?

A

Those who were given category names recalled substantially more than those who did not.

44
Q

What was the conclusion of Tulving and Pearlstone (1966) experiment on forgetting?

A

Context based cues are important in memory retrieval.

45
Q

According to Thompson and Tulving (1970), information is always encoded in a rich context. The degree to which the context at encoding overlaps with the context at retrieval influences the likelihood or retrieval. This is called the:

(Hint: ESP)

A

Encoding Specificity Principle

46
Q

According to the Encoding Specificity Principle, ________ is generally easier than ______, demonstrated in the butcher-on-the-bus phenomena.

A

According to the Encoding Specificity Principle, recognition is generally easier than recall, demonstrated in the butcher-on-the-bus phenomena.

47
Q

According to the Encoding Specificity Principle, when might recall be easier than recognition?

A

If the contextual overlap between the two is large enough.

48
Q

What was the hypothesis of Godden and Baddeley (1975) experiment?

A

Does mis/matching environmental context influence memory?

49
Q

What was the procedure of Godden and Baddeley (1975) experiment?

A

Scuba divers studied list of words either on land or underwater. Recall of those words were test in either the same or different context to which they were studied.

50
Q

What were the results of Godden and Baddeley (1975) experiment?

A

People recalled better in the same environment as where they learned the words.

51
Q

What was the conclusion of Godden and Baddeley (1975) experiment?

A

Matching environmental context aids recall.

52
Q

What was the hypothesis of Eich (1980) experiment?

A

Does mis/matching mental context affect memory?

53
Q

What was the procedure of Eich (1980) experiment?

A

Subjects studied list of words whilst either sober or intoxicated. Recall of those words was tested in either the same or opposite state.

54
Q

What are the results of Eich (1980) experiment?

A

Subjects recall of words was greater if they were tested in the same state as when the first studied them.

55
Q

What was the conclusion of Eich (1980) experiment?

A

Matching mental context aids recall.

56
Q

Profound memory loss is typically caused by:

1.
2.

A
  1. Brain damage.

2. Disease,

57
Q

Forgetting autobiographical information prior to age 3 is called:

A

infantile amnesia.

58
Q

What are the 3 possible causes of infantile amnesia?

A
  1. Brain development.
  2. Language development.
  3. State-dependent learning.
59
Q

Concussion and poor memory prior to and after an accident involving trauma to the head, is called:

(Hint: PTA)

A

Post Traumatic Amnesia

60
Q

In post traumatic amnesia, the resulting gap in memory becomes smaller as time goes by. This is called the:

(SWP)

A

Shrinking Window Phenomena

61
Q

What does the shrinking window phenomena indicate

A

That LTM formation is not immediate and requires time for consolidation.

62
Q

What is consolidation?

A

A biological process that allows for permanent retention of information in the LTM.

63
Q

Poor memory for information before an accident is called:

A

retrograde amnesia.

64
Q

Poor memory for information after an accident is called:

A

anterograde amnesia.

65
Q

What are the 3 types of amnesia?

A
  1. Profound (dense).
  2. Retrograde.
  3. Anterograde.
66
Q

Severe amnesia is caused by damage to the:

A

hippocampus.

67
Q

What type of memory is the hippocampus responsible for?

A

Episodic memory.

68
Q

What types of disease can cause profound (dense) amnesia?

A
  1. Alzheimers.

2. Korsakoffs disease.

69
Q

What are the 5 characteristics of amnesia?

A
  1. Spared working memory.
  2. Poor episodic LTM.
  3. Good memory of autobiographic info before accident.
  4. Spared procedural LTM.
  5. Spared semantic LTM.
70
Q

In amnesia, procedural LTM is often spared. This can be observed in patients ability to:

A

learn new motor skills.

71
Q

In amnesia, semantic LTM is often spared. This can be observed in patients ability to:

A

understand languages.

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